Cambridge IGCSE™
FIRST LANGUAGE ENGLISH 0500/02
Paper 2 Directed Writing and Composition For examination from 2027
MARK SCHEME
Maximum Mark: 80
Specimen
This document has 12 pages.
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0500/02 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2027
Generic Marking Principles
All examiners must apply these general marking principles when marking candidate responses.
Examiners must apply them alongside the specific content of the mark scheme or generic level
descriptions for a question. Each question paper and mark scheme must also comply with these
marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
• the specific content of the mark scheme or the generic level descriptions for the question
• the specific skills defined in the mark scheme or in the generic level descriptions for the
question
• the standard of response required by a candidate as exemplified by the standardisation
scripts.
GENERIC MARKING PRINCIPLE 2:
Marks awarded are always whole marks (not half marks, or other fractions).
GENERIC MARKING PRINCIPLE 3:
Marks must be awarded positively:
• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when
these features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.
GENERIC MARKING PRINCIPLE 4:
Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptions.
GENERIC MARKING PRINCIPLE 5:
Marks should be awarded using the full range of marks defined in the mark scheme for the
question (however, the use of the full mark range may be limited according to the quality of the
candidate responses seen).
GENERIC MARKING PRINCIPLE 6:
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptions in mind.
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0500/02 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2027
English & Media-Specific Marking Principles
(To be read in conjunction with the Generic Marking Principles (and requiring further guidance
on how to place marks within levels))
Components using level descriptions:
• We use level descriptions as a guide to broad understanding of the qualities normally expected
of, or typical of, work in a level.
• Level descriptions are a means of general guidance, and should not be interpreted as hurdle
statements.
• Where indicative content notes are supplied for a question, these are not a prescription of
required content, and must not be treated as such. Alternative correct points and unexpected
answers in candidates’ scripts must be given marks that fairly reflect the knowledge and skills
demonstrated.
• While we may have legitimate expectations as to the ground most answers may occupy,
we must at all times be prepared to meet candidates on their chosen ground, provided it is
relevant ground (e.g. clearly related to and derived from a relevant passage/text and meeting
the mark scheme requirements for the question).
Components using point-based marking:
Point marking is often used to reward knowledge, understanding and application of skills. We give
credit where the candidate’s answer shows relevant knowledge, understanding and application of
skills in answering the question. We do not give credit where the answer shows confusion.
From this it follows that we:
a DO credit answers which are worded differently from the mark scheme if they clearly convey
the same meaning (unless the mark scheme requires a specific term).
b DO credit alternative answers/examples which are not written in the mark scheme if they are
correct.
c DO credit answers where candidates give more than one correct answer in one prompt/
numbered/scaffolded space where extended writing is required rather than list-type answers.
For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check
for evidence it is understood and not used wrongly.).
e DO NOT credit answers which are obviously self-contradicting or trying to cover all
possibilities.
f DO NOT give further credit for what is effectively repetition of a correct point already
credited unless the language itself is being tested. This applies equally to ‘mirror statements’
(i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms
with which they may be confused (e.g. Corrasion/Corrosion).
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0500/02 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2027
Note: All Examiners are instructed that alternative correct answers and unexpected approaches
in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated. Nonetheless, the content must be clearly related to and derived from the passage.
Section A: Directed Writing
Question 1
Question 1(a) tests the following reading assessment objectives (5 marks):
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R4 demonstrate understanding of how writers achieve effects and influence readers.
Question 1(b) tests the following reading assessment objectives (10 marks):
R1 demonstrate understanding of explicit meanings
R2 demonstrate understanding of implicit meanings and attitudes
R3 analyse, evaluate and develop facts, ideas and opinions, using appropriate support from the text
R5 select and use information for specific purposes.
This question also tests the following writing assessment objectives (25 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use language appropriate to purpose and to engage the audience
W5 make accurate use of spelling, punctuation and grammar.
Overview of items for Question 1
Item Assessment objectives tested Marks for assessment objectives
1(a) R3 and R4 5
1(b) R1, R2, R3 and R5 10
1(b) W1, W2, W3, W4 and W5 25
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0500/02 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2027
Question Answer Marks
1(a) Reread this extract from Text B: 5
‘I’d worked for months to cultivate one prospective client,’ explains
Jaz. ‘Everyone knew winning a big order from that client could be a
deciding factor in which of us from the international sales team got
promoted. Then I discover from a junior colleague that Ravi’s also trying
to net this wealthy individual, even though Ravi knew I was already in
pursuit! I knew if I ignored the situation, he’d just seal the deal, profiting
shamelessly from all my slaving away, and our boss would promote
Ravi. But if I’d directly confronted Ravi, it could’ve made me look petty
and selfish. At the time, I calculated the best way to fight back was to be
just as devious as Ravi.’
Use your own words to evaluate Jaz’s attitude to work. Give details from
the text to justify your answer.
Use the Marking Criteria for Question 1(a) (Table A, Reading).
Relevant ideas might include:
• competitive: (det. winning a big order, I was already in pursuit, trying to
net)
• ruthless / determined: (det. calculated the best way to fight back was to
be just as devious)
• ambitious / focussed: (det. could be a deciding factor in which of us got
promoted, wealthy individual)
• hard-working / motivated: (det. worked for months to cultivate, all my
slaving away)
• feels unfairly treated / anxious: (det. everyone knew, profiting
shamelessly, made me look petty and selfish)
Table A, Reading
Level Marks Description
3 4–5 Clear understanding of Jaz’s attitude with relevant support
from the text. (R3, R4)
2 2–3 Some understanding of Jaz’s attitude with some
supporting detail. (R3, R4)
1 1 Limited understanding of Jaz’s attitude. (R3, R4)
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0500/02 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2027
Question Answer Marks
1(b) Write an article offering advice to young people who are about to join 35
the workplace.
Use your own words to write your article based on what you have read
in both Text A and Text B.
In your article you should:
• outline the different attitudes to teamwork and competition people
may have
• explain some of the challenges young people might face in different
kinds of workplaces and how best to deal with them.
Write about 250 to 350 words.
Up to 10 marks are available for reading and up to 25 marks for writing.
Notes on task:
Responses might use the following ideas:
different attitudes to teamwork and competition people may have
• great team spirit is essential (det. best places to work are those where
colleagues help each other, emphasis on wellbeing) [dev. being part of
an effective team makes people happier]
• try to outdo each other or impress the boss (det. promotion and
bonuses are important) [dev. competition is unavoidable / some people
take competition too far]
• era of the collaborative workplace (det. organisations shifting to flatter
management structures, traditional hierarchy a thing of the past) [dev.
teamwork is a more modern approach]
• (some companies/bosses) embrace collaboration (det. all employees
included in new projects whatever their skills or experience) [dev. worth
the investment as the end result is better]
• competition motivates employees (det. results in commercial
advantage for organisations) [dev. something some bosses may
encourage]
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0500/02 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2027
Question Answer Marks
1(b) challenges young people might face in different kinds of workplaces
and how best to deal with them
• lack of expertise (det. find the actual work challenging or difficult) [dev.
find out if there is a mentor scheme / ask a more experienced colleague
for help]
• people in the team not contributing (det. responsibility lies with the
individual to pull their weight) [dev. do nothing as others will soon notice /
tell someone more senior]
• feeling pressured by competition / anxiety and fear created by
competition (det. tempted to follow unethical paths, public humiliation,
fear of job/income loss) [dev. do not give in to the temptation as the end
result is likely to be negative for you in the long term]
• not having opinion respected (det. not being part of company
decisions) [dev. accept that it may not be practical in a bigger or
traditional company / look for a smaller or more modern company to
move to]
• devious / overly competitive colleagues (det. sabotage, cheating,
stealing ideas or clients) [dev. not a good idea to try to be just as devious
/ keep working hard and try to beat them fairly]
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0500/02 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2027
Marking criteria for Section A Question 1(b)
Table B, Writing
Use the following table to give a mark out of 25 for writing.
Level Marks Description
6 22–25 • Highly effective style capable of conveying subtle meaning. (W1)
• Carefully structured for benefit of the reader. (W2)
• Purposefully selected vocabulary, precisely used. (W3)
• Highly effective use of language for audience and purpose. (W4)
• Spelling, punctuation and grammar almost always accurate. (W5)
5 18–21 • Effective style. (W1)
• Secure overall structure, organised to help the reader. (W2)
• Well-chosen vocabulary, used with some precision. (W3)
• Effective use of language for audience and purpose. (W4)
• Spelling, punctuation and grammar mostly accurate, with occasional minor
errors. (W5)
4 14–17 • Sometimes effective style. (W1)
• Ideas generally well sequenced. (W2)
• Uses a range of appropriate vocabulary. (W3)
• Sometimes effective use of language for audience and purpose. (W4)
• Spelling, punctuation and grammar generally accurate though with some
errors. (W5)
3 10–13 • Inconsistent style, expression sometimes awkward but meaning clear. (W1)
• Relies on the sequence of the original text. (W2)
• Vocabulary is simple, limited in range or reliant on the original text. (W3)
• Some awareness of audience and purpose. (W4)
• Frequent errors of spelling, punctuation and grammar, sometimes affecting
communication. (W5)
2 6–9 • Limited style. (W1)
• Limited evidence of sequencing. (W2)
• Limited vocabulary or words/phrases copied from the original text. (W3)
• Limited awareness of audience and purpose. (W4)
• Persistent errors of spelling, punctuation and grammar, occasionally
impeding communication. (W5)
1 1–5 • Expression unclear. (W1)
• Very limited sequencing of ideas. (W2)
• Very limited vocabulary or copying from the original text. (W3)
• Very limited awareness of audience and purpose. (W4)
• Persistent errors in spelling, punctuation and grammar impede
communication. (W5)
0 0 No creditable content.
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SPECIMEN from 2027
Table C, Reading
Use the following table to give a mark out of 10 for reading.
Level Marks Description
5 9–10 • A wide range of ideas is applied. (R1, R2)
• Develops ideas and opinions. (R3)
• Integrates ideas from the text(s) to give a convincing response. (R5)
4 7–8 • A good range of ideas is evident. (R1, R2)
• Some development of ideas and opinions. (R3)
• Some ideas supported by details from the text(s). (R5)
3 5–6 • A range of straightforward ideas is offered. (R1, R2)
• Opportunities for development of ideas and opinions are rarely taken. (R3)
• Includes some detail but there may be some mechanical use of the text(s).
(R5)
2 3–4 • Some brief, straightforward reference to explicit ideas and opinions. (R1, R2)
• Recognises some of the main ideas and opinions. (R3)
• There may be some reliance on lifting from the text(s). (R5)
1 1–2 • Limited response with little reference to the text(s), or a reproduction of
sections of the original(s). (R1, R2)
• Limited response to the topic of the text(s). (R3)
• Content is either insubstantial or unselective. (R5)
0 0 No creditable content.
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0500/02 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2027
Section B: Composition
Questions 2, 3, 4 and 5
The question tests the following writing objectives (40 marks):
W1 articulate experience and express what is thought, felt and imagined
W2 organise and structure facts, ideas and opinions for effect
W3 use a range of vocabulary and sentence structures appropriate to context
W4 use language appropriate to purpose and to engage the audience
W5 make accurate use of spelling, punctuation and grammar.
Question Answer Marks
2 EITHER 40
Imagine you return to a street you knew well. Write a description of the
street as it was in the past and as it is now.
Use Table D to give a mark out of 16 for content and structure and Table E to
give a mark out of 24 for style and accuracy.
Question Answer Marks
3 OR 40
Describe an object that has been broken for a long time.
Use Table D to give a mark out of 16 for content and structure and Table E to
give a mark out of 24 for style and accuracy.
Question Answer Marks
4 OR 40
Write a story that begins with the words, ‘If only I had realised earlier
that she was not the person I thought she was.’
Use Table D to give a mark out of 16 for content and structure and Table E to
give a mark out of 24 for style and accuracy.
Question Answer Marks
5 OR 40
Write a story with the title, ‘The ball’.
Use Table D to give a mark out of 16 for content and structure and Table E to
give a mark out of 24 for style and accuracy.
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0500/02 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2027
Marking criteria for Section B
Table D, Composition: Content and structure
Level Marks General and specific marking criteria
6 14–16 General
• Content is highly focused on the task, complex and engaging. (W1)
• Structure is secure, well balanced and carefully managed for deliberate
effect. (W2)
Specific – descriptive Specific – narrative
• Creates well-defined and • Crafts a well-defined and strongly
developed ideas and images in developed plot in response to the
response to the prompt to offer a prompt.
convincing overall picture.
• Uses features of descriptive • Uses features of fiction
writing such as close observation, writing such as description,
effective use of figurative language characterisation and effective
and varieties of focus. climax, with convincing details.
5 11–13 General
• Content is well focused on the task, developed and mostly engaging. (W1)
• Structure is well managed, with some choices made for deliberate effect.
(W2)
Specific – descriptive Specific – narrative
• Offers some well-chosen images • The plot is defined and developed
and details in response to the with features of fiction writing such
prompt to give a mostly convincing as description, characterisation,
picture. climax and details.
4 8–10 General
• Content is focused on the task with some development. (W1)
• Structure is competently managed. (W2)
Specific – descriptive Specific – narrative
• A selection of partially effective • The plot is relevant and cohesive;
ideas, images and details. begins to use features such as
characterisation and setting of
scene.
3 5–7 General
• Content shows some focus on the task, is straightforward and briefly
developed. (W1)
• Structure is mostly organised but may not always be effective. (W2)
Specific – descriptive Specific – narrative
• A series of generally relevant • The plot is straightforward, with
details, with limited use of the limited use of the features of
features of descriptive writing. narrative writing.
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0500/02 Cambridge IGCSE – Mark Scheme For examination
SPECIMEN from 2027
Level Marks General and specific marking criteria
2 3–4 General
• Content lacks focus and is simple; ideas and events may be limited. (W1)
• Structure is partially organised. (W2)
Specific – descriptive Specific – narrative
• Occasionally relevant with limited • Events are only partially linked
detail. and/or lack clarity.
1 1–2 General
• Content is occasionally relevant or clear. (W1)
• Structure is limited and ineffective. (W2)
Specific – descriptive Specific – narrative
• The description is unclear. • The narrative lacks coherence.
0 0 No creditable content.
Table E, Composition: Style and accuracy
Level Marks Description
6 21–24 • Precise, well-chosen vocabulary and varied sentence structures, chosen for
effect. (W3)
• Highly effective use of language to engage the reader. (W4)
• Spelling, punctuation and grammar almost always accurate. (W5)
5 17–20 • Mostly precise vocabulary and a range of sentence structures mostly used
for effect. (W3)
• Effective use of language to engage the reader. (W4)
• Spelling, punctuation and grammar mostly accurate, with occasional minor
errors. (W5)
4 13–16 • Some precise vocabulary and a range of sentence structures sometimes
used for effect. (W3)
• Sometimes effective use of language to engage the reader. (W4)
• Spelling, punctuation and grammar generally accurate though with some
errors. (W5)
3 9–12 • Simple vocabulary and a range of straightforward sentence structures. (W3)
• Some awareness of the reader. (W4)
• Frequent errors of spelling, punctuation and grammar, sometimes affecting
communication. (W5)
2 5–8 • Limited and/or imprecise vocabulary and sentence structures. (W3)
• Limited awareness of the reader. (W4)
• Persistent errors of spelling, punctuation and grammar, occasionally
impeding communication. (W5)
1 1–4 • Frequently imprecise vocabulary and sentence structures. (W3)
• Very limited awareness of the reader. (W4)
• Persistent errors in spelling, punctuation and grammar impede
communication. (W5)
0 0 No creditable content.
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